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自20世纪60年代起,二语习得的研究重点,就从研究探索二语习得的一致性向研究学习者的个体差异这个方向转移(张莉,2006)。焦虑作为情感因素中影响语言学习的一个因素,逐渐成为国内外二语习得的重要研究内容(Arnold,2005)。现如今外语学习焦虑常被视为最需要克服的一个障碍。很多人认为在课堂上学习一门外语是非常令人焦虑和有压力的(Horwitz,Horwitz&Cope,1986)。因此英语教学中一个主要的挑战就是为学习者创造较低焦虑的环境。
Since the 1960s, the focus of research on second language acquisition has shifted from studying the exploration of the consistency of second language acquisition to the individual differences of studying learners (Zhang Li, 2006). Anxiety, as a factor affecting language learning in emotional factors, has gradually become an important research content for second language acquisition at home and abroad (Arnold, 2005). Nowadays, anxiety in foreign language learning is often seen as an obstacle that needs to be overcome. Many people think that learning a foreign language in class is very anxious and stressful (Horwitz, Horwitz & Cope, 1986). Therefore, a major challenge in English teaching is to create a low anxiety environment for learners.